García del Real Marco, Isabel
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García del Real Marco
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Isabel
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Ciencias humanas y de la educación
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I-COMMUNITAS. Institute for Advanced Social Research
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Publication Open Access Desarrollo semántico-pragmático en niños de 5 años(Universidad del País Vasco, 2021) Barberán Recalde, María Tania; García del Real Marco, Isabel; Ciencias humanas y de la educación; Giza eta Hezkuntza Zientziak; Institute for Advanced Social Research - ICOMMUNITAS; Gobierno de Navarra / Nafarroako GobernuaLa literatura sobre adquisición del lenguaje (Noveck, 2004; entre otros) concluye que los niños adquieren las propiedades semánticas de los términos lingüísticos antes que sus propiedades pragmáticas, lo que, en edades tempranas, genera dificultades para derivar implicaturas de escala. Este capítulo incluye una revisión de diversos estudios en los que se analiza la comprensión semántico- pragmática de los cuantificadores y de las marcas de aspecto por parte de niños de 5 años de edad en euskera y castellano. Los resultados muestran que esa dificultad se debe no tanto a un déficit general en el desarrollo pragmático, sino a un desconocimiento de las alternativas y la distribución de los diferentes cuantificadores y marcas de aspecto dentro su escala concreta.Publication Open Access Children's non-adultlike interpretations of telic predicates across languages(De Gruyter, 2020) Martin, Fabienne; Demirdache, Hamida; García del Real Marco, Isabel; Van Hout, Angeliek; Kazanina, Nina; Ciencias Humanas y de la Educación; Giza eta Hezkuntza ZientziakThe acquisition literature has documented several different types of misinterpretations of telic sentences by children, yet a comprehensive analysis of these child interpretations has not been attempted and a crosslinguistic perspective is lacking. This task is not easy, for, on the surface, children's non-adultlike interpretations appear to be scattered and even contradictory across languages. Several cognitive biases have been proposed to explain given patterns (children initially adhere to a Manner bias, or alternatively a Result bias). Reviewing a wide range of studies on the acquisition of telic sentences in relation to tense-aspect markers, we show that children's non-adultlike interpretations fall into three different patterns. We conclude that the diversity of non-adultlike interpretations that is found across child languages is incompatible with accounts that rely on these cognitive, language-independent principles, but instead is triggered by language-specific properties. Analyzing these patterns in detail, it appears that child learners across languages have problems with tense-aspect forms with variable meanings, in contrast to forms with a one-to-one form/meaning mappings which are acquired earlier. While adults use a context-sensitive interpretation of forms with multiple meanings, various semantic-pragmatic sources can explain children's difficulties with interpreting such forms. All explanations that we identify across child languages rely on children's immature command of pragmatic reasoning, albeit in very different ways for the three different patterns. Thus, by taking a crosslinguistic semantic approach and integrating detailed insights from the tense-aspect semantics of specific languages with universal pragmatic effects, we explain the non-adultlike interpretation of telic sentences in a variety of child languages in a comprehensive way.